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182               THE DISCOVERY OF THE CHILD

self-education of the senses, as far as it concerns the recognition
of shapes.


1st series. The child is given the cards in solid colour and
the inset pieces (that is, the central figures without the surround-
ing frame) corresponding to the figures. They are mixed up
together. The child must put the cards in a row on the table
(which amuses Hi^n greatly), and then pkce the pieces over
them. In this the control is exercised by the eye; the child must
recognize the figure and fit it perfectly over the shape on the card
so that it covers and hides it. The child's eye here takes the place
of the rim which, in the first instance, materially led to the fitting
together of the two pieces. In addition to this the child must get
accustomed to touching the outlines of the solid-coloured figures,
as a simple exercise (and the child is always willing to make move-
ments); after he has covered the printed shape he again traces it
all round almost as if he were adjusting the superposition with his
finger in order to make it perfect.

2nd series. A pile of cards is given to the child together with
the group of inset pieces which correspond to the figures outlined
in thick blue lines.

3rd series. The child is given the cards on which the figures
are thinly outlined in black, and the pieces as directed above.

The child is thus prepared to interpret with the eye the outlines
of the drawn figures, and also the hand is prepared for drawing
these objects through the movements which are made.


Education in hearing carries us in a special way to the relation-
ship between the individual and the movement in his environment
by which alone sounds and noises can be produced, for, when all
i& at rest, there exists absolute silence. Hearing is therefore a